A. Anticipation A1 Speaking and Listening 3.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
We will begin this lesson by having a discussion about knights. This is very important for me to find out what the students already know about knights and what questions they might have concerning this topic. I will ask the students questions such as who decided if you were a knight? What was their job? What did they wear? Have you ever heard of the Knights of the Round Table? Why do you think the table was round? Each student will have this paper, made by the web 2.0 tool Kidspiration, in front of them so that they know what questions will be asked. They will be given 5 minutes at the beginning of class to think they through and write down anything they know. As a class then each student will tell what they know one questions at a time. We will compile a list as a class so that this activates their background knowledge.
A2 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Capitalize appropriate words in titles.
Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
This activity will get let my students begin to learn words and new vocabulary that they will encounter in this book. This quiz will be administered before we begin reading. It was made on MyStudiyo.com. This quiz is only a tool for me to learn how familiar the students are with the vocabulary so it will not be graded. This would be a great smart board activity to bring up in front of the whole class or break the students into 2 or 3 teams (depending on the size of the group). Each answer is worth 100 points if they answer with the correct meaning of the vocabulary word. While the students are in their teams and discussing the correct answer, they will also need to use the word correctly in a sentence in order to get full points for their answer. Students will then take out their notebooks and do a duel entry of the meaning of the word and the word in a complete sentence. This way the students can use it as a way to look back while we read the story.
A3 Writing 3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
My students are going to think of the best birthday they have ever had. What age were you? Why was it the best birthday you have ever had? What presents did you get? Who came to your party? How did you feel at the end of the day? Each student will write one to two paragraphs about their birthdays. This gets the student thinking about past birthdays they have had and what exciting things have happened during their own birthdays. Writing about their own birthdays helps students activate prior knowledge and make connections with the story.
Assessment of Anticipation Section
Assessment of learning in this section is going to be mostly based off of group participation and my observations in the classroom.
I will formally be assessing the students' writing skills when it comes time to write their "Best Birthday Ever" essay to make sure that they are following the rules such as correct word usage, capital at the beginning of a sentence and for proper nouns, and punctuation at the end of sentence.
Students will also be expected to hand in their notebooks so that I can make sure they have the words we went through in class, the definition, and how is it used in a sentence.
B. Building Knowledge
B1 Reading Literature 3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
At the beginning of the story, the students will be given this worksheet to help them record key events and characters in the story. This will help students to recall what has been happening throughout the book. The worksheet allows for students to follow along and write down where the story takes place, who is in the story, and events that take place at the beginning, middle, and end of the story. The outline will help the students keep details and events in order so they do not forget key components of the story. After reading a chapter, we will come together as a class and decide what needs to be filled in under which category.
B2 Reading Literature 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Students get to hear directly from Joe himself! I used the web 2.0 tool Blabberize to help the students feel like they are a part of the story. The characters will go through what making a prediction is and ask the students what they think is going to happen. After page 33, each student will write down a prediction as to how they think Joe, Sam, and Fred are going to defeat a giant and a dragon.
Reading Literature 3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (Key Ideas and Details)
With this character web, students will describe the characters listed and then explain why they chose the describing word they did. This will help the students as we continue reading on in the story. This activity makes the students look back into the story and explain why they chose the describing words they did. It will help them keep characters straight as well as make them explain why they chose the words that they did.
Assessment of Building Knowledge section
Students will be formally assessed on their ability to pick out key components of the story and write them down in the correct order, state the character, and the setting of the story.
Students will be informally assessed based on their participation in class and whether or not they submit a prediction. The predictions will be submitted to me to make sure that students participated in this activity, and wrote out predictions using complete sentences.
C. Consolidation C1 Reading Literature3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
After discussing what cause and effect is as a class, the students will be handed this activity to complete. Based on what the worksheet gives the student, either the cause or the effect, the student will fill in the missing information. The students will be able to talk it over with their reading buddies and write down what the best answer will be.C2 Writing 3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 3.7 Conduct short research projects that build knowledge about a topic.
Students will create a project to answer the following questions. If you had a magic book that could take you anywhere you wanted to go in history, where would it take you? What would the people be like? What would they wear? Do they eat anything special? Why did you pick this time in history? What was one historical event that took place in this time period? Students, with support of the teacher and any parent volunteers, will create a report, to tell about a time period of their choosing.
C3 Speaking and Listening 3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. 3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
There will be a group discussion on what is fantasy and what makes a fantasy story. Student will record this in their journals so that they can refer back to it for this activity. Students will respond to a voice thread and give one reason why this book is a fantasy. Each student will come up with one event in the story that makes the book a work of fantasy.
Assessment of Consolidation Section
I will give students a rubric to follow in order to do the research project on the time period that they would most want to visit. It will lay out simple directions and expectations for the students to follow.
The students will be expected to record on the voice thread what makes this story a fantasy.
The students will also need to complete the cause and effect activity alone or with their reading buddy. It should be handed in and written in complete sentences.
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A. Anticipation
A1
Speaking and Listening
3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
- Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.We will begin this lesson by having a discussion about knights. This is very important for me to find out what the students already know about knights and what questions they might have concerning this topic. I will ask the students questions such as who decided if you were a knight? What was their job? What did they wear? Have you ever heard of the Knights of the Round Table? Why do you think the table was round? Each student will have this paper, made by the web 2.0 tool Kidspiration, in front of them so that they know what questions will be asked. They will be given 5 minutes at the beginning of class to think they through and write down anything they know. As a class then each student will tell what they know one questions at a time. We will compile a list as a class so that this activates their background knowledge.
A2
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- Capitalize appropriate words in titles.
- Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.http://www.mystudiyo.com/ch/a128826/go/knights_of_the_kitchen_table
This activity will get let my students begin to learn words and new vocabulary that they will encounter in this book. This quiz will be administered before we begin reading. It was made on MyStudiyo.com. This quiz is only a tool for me to learn how familiar the students are with the vocabulary so it will not be graded. This would be a great smart board activity to bring up in front of the whole class or break the students into 2 or 3 teams (depending on the size of the group). Each answer is worth 100 points if they answer with the correct meaning of the vocabulary word. While the students are in their teams and discussing the correct answer, they will also need to use the word correctly in a sentence in order to get full points for their answer. Students will then take out their notebooks and do a duel entry of the meaning of the word and the word in a complete sentence. This way the students can use it as a way to look back while we read the story.
A3
Writing
3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
My students are going to think of the best birthday they have ever had. What age were you? Why was it the best birthday you have ever had? What presents did you get? Who came to your party? How did you feel at the end of the day? Each student will write one to two paragraphs about their birthdays. This gets the student thinking about past birthdays they have had and what exciting things have happened during their own birthdays. Writing about their own birthdays helps students activate prior knowledge and make connections with the story.
Assessment of Anticipation Section
B. Building Knowledge
B1
Reading Literature
3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
At the beginning of the story, the students will be given this worksheet to help them record key events and characters in the story. This will help students to recall what has been happening throughout the book. The worksheet allows for students to follow along and write down where the story takes place, who is in the story, and events that take place at the beginning, middle, and end of the story. The outline will help the students keep details and events in order so they do not forget key components of the story. After reading a chapter, we will come together as a class and decide what needs to be filled in under which category.
B2
Reading Literature
3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Students get to hear directly from Joe himself! I used the web 2.0 tool Blabberize to help the students feel like they are a part of the story. The characters will go through what making a prediction is and ask the students what they think is going to happen. After page 33, each student will write down a prediction as to how they think Joe, Sam, and Fred are going to defeat a giant and a dragon.
Reading Literature
3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (Key Ideas and Details)
With this character web, students will describe the characters listed and then explain why they chose the describing word they did. This will help the students as we continue reading on in the story. This activity makes the students look back into the story and explain why they chose the describing words they did. It will help them keep characters straight as well as make them explain why they chose the words that they did.
Assessment of Building Knowledge section
C. Consolidation C1 Reading Literature3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Writing
3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)3.7 Conduct short research projects that build knowledge about a topic.
Students will create a project to answer the following questions. If you had a magic book that could take you anywhere you wanted to go in history, where would it take you? What would the people be like? What would they wear? Do they eat anything special? Why did you pick this time in history? What was one historical event that took place in this time period? Students, with support of the teacher and any parent volunteers, will create a report, to tell about a time period of their choosing.
C3
Speaking and Listening
3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
There will be a group discussion on what is fantasy and what makes a fantasy story. Student will record this in their journals so that they can refer back to it for this activity. Students will respond to a voice thread and give one reason why this book is a fantasy. Each student will come up with one event in the story that makes the book a work of fantasy.
Assessment of Consolidation Section